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<p>This article illuminates issues of neoliberalism and school desegregation in urban education through the unique contribution of a qualitative research methodology that incorporates digital video production and website design. We developed an arts-based inquiry grounded in post-qualitative inquiry with Black Crit to record video interviews with students and educators, digitize artifacts, and design and launch a website to share diverse truths and realities of schooling for urban students and educators who attended Kansas City, Missouri schools during the district’s desegregation period (1971–1997) at the height of market driven magnet and charter schools. Our participants explored their cultural memories of school desegregation and neoliberalism that ultimately undermined enrollment in the Kansas City, Missouri School District. Participants shared stories from schools with diverse perspectives of voice, which can be used to transform school communities.</p>

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Explorations of Cultural Experiences at the Intersection of Neoliberalism and School Desegregation

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年4月1日

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  • Loyce Caruthers,
  • Jennifer Friend,
  • Candace Schlein,
  • Valerie G. Tucker

摘要

This article illuminates issues of neoliberalism and school desegregation in urban education through the unique contribution of a qualitative research methodology that incorporates digital video production and website design. We developed an arts-based inquiry grounded in post-qualitative inquiry with Black Crit to record video interviews with students and educators, digitize artifacts, and design and launch a website to share diverse truths and realities of schooling for urban students and educators who attended Kansas City, Missouri schools during the district’s desegregation period (1971–1997) at the height of market driven magnet and charter schools. Our participants explored their cultural memories of school desegregation and neoliberalism that ultimately undermined enrollment in the Kansas City, Missouri School District. Participants shared stories from schools with diverse perspectives of voice, which can be used to transform school communities.